EDUC 400 - Modified CEP (Center for Educator Preparation) Lesson Plan Template

CSU Teacher Candidate Name: Delaney Disch Date: 4.17.23

School: Eyestone Elementary School Grade Level: Kindergarten

Content Area: Reading, Wriiting, and Communicating

Title: Nonsense word bead sliders

Lesson Idea/Topic and Lesson Idea

Rational/Relevance:
What are you going to Using a pipe clearer and 3 pony beads of different colors, the student will
teach and why is this slide each bead to represent each sound in a nonsense word that I present
lesson of importance to to them one at a time on a white board. After sliding a bead for each sound
your students? How is it in the word, they will then say it all together while sliding the 3 beads at the
relevant to students of same time. Some of the nonsense words will have 3 letters and some will
this age and background? have 4 or 5, but they all only have three sounds. If students are struggling to
sound out the words, I may provide hand symbols or verbal hints to help
scaffold their learning. If the words are too easy for students, I will start
giving them more difficult words that contain more letters/digraphs.

Rational

My mentor teacher asked me to begin working on nonsense words with my

students. As we have been working on initial, middle and last sounds so far
in our sessions, we will now get the chance to begin working on putting
these skills together to sound out nonsense words. Having my students
decode nonsense words will force them to sound out the word without
relying on memorization of words or context clues. The only thing students
will see is a set of letters on a white board, and must figure out how to
sound out and pronounce the nonsensical word. This actiivty will also serve
as progress monitoring for me as I can take note of how well they can focus
on individual sounds and put them together to say a word with automaticity.
Through my assessment data from this activity, I can create the next lesson
to focus on the problem areas present from this one.

Student Profile: Write a Phonemic awareness / phonics skills overview

narrative about your
learner/s. What are their This student does very well with syllables and initial sounds and less well
special needs? with final sounds. She also struggle with digraphs. As many of the nonsense
Exceptionalities? words in this activity contain digraphs, and a visual representation of one
Giftedness? Alternative bead, this activity will help her see and practice working with two letters
ways of learning? that make one sound as we work toward being able to idefnity these types
Maturity? Engagement? of sounds when they appear in words.
Motivation?
Motivation / engagment

This student has high engagement and motivation, always excited to decode
the next word or sound. When given corrections, she repeats them outloud
 and shows genuine desire to learn and improve. When student is working
alone with me, her focus is excellent and requires no redirection. However,
when my other student Rhylee is working with us, they tend to get
distracted by each other, requiring redreirection sometimes. Overall,
Kamayah has good engagement and motivation for the activities we are
doing.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Content area: reading, writing and communicating // Standard 1: oral expression and listening // Grade
level expectation: kindergarten

Prepared graduates:

- Demonstrate skill in inferential and evaluative listening

Concept and skills students master:

- Vocal sounds produce words and meaning to create early knowledge of phonemic awareness

Evidence outcomes:

d. Blend sounds orally to make one-syllable words

e. Segment one-syllable words into sounds

f. Segment spoken words into onset (initial consonant sounds) and rime (vowel to end of syllable)

g. Identify the initial, medial, and final phoneme (speech sound) of spoken words

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard using student voice)

I can: Sound out 4 and 5-letter nonsense words that have 3 sounds with accuracy and automaticity.

This means: I will be able to display a strong ability to sound out words with 3 sounds, without relying
on memorization, or context clues.

Assessments: (data analysis): How will you know if students met the learning targets? Write a
description of what you were looking for in each assessment. How do you anticipate assessment data
will inform your instruction?

In my assessment, I will be looking to see if my student sounds out each sound correctly, if they
identified out the correct amount of sounds, and if they put the sounds together to say the whole word
correctly and with automaticity.

This assessment data that I will collect will inform the next lesson plan I make which will also be with
nonsense words, but will focus on the sounds and sound combinations that the student struggles with
during this activity so they can gain more practice and instruction in those problem areas.
 Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level
of achievement)

Kamayah was able to sound out 14/16 of the nonsense words with automaticity with the exception of
the word “dep” which she pronounced “/b/e/p/” which shows me we need to work on the difference
between ‘b’ and ‘d’. The other word she missed was “ret” as she said “red”, mistaking it for a similar real
word. This indicates that we need to pay close attention to each individual letter in a word.

Once I began to add in the words with digaphs, the accuracy fell. For example, for the word “Choz”, she
pronounced it as “/k/o/s/”. She also pronounced the word “lush” with four sounds as “/l/u/s/h/”. For the
next word that contained the /sh/ digraph, I put my finger up to my mouth to indicate they make the
sound you make when you shush, to which she got it correct. During our next lesson, we will work on
recosngizing /sh/ without the hand symbol.

Some of the nonsense words that looked similar to real words, she would say the real word, to which i
would remind her to look closely at the letters one more time.

2. What changes, omissions, or additions to the lesson would you make if you were to teach
again?

If I were to teach this lesson again, I would provide a review of the different digraphs they’re going to
encounter in the activity and allow students to ask questions about them. Because I just jumped right
into this activity, I missed the opportunity to teach and remind students about these rules of spelling.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

For the next lesson, I plan to do specific practice with digraphs because that’s where the biggest problem
area was in my assessment from the current lesson. Kamayah was able to sound out most of the 3 letter
word with ease, but began to struggle when I added in the words with digraphs. Our next activity will
focus specficually on these as we learn about common digraphs and then practice identifying them.